The document discusses remixing and adapting existing creative works through changing elements like settings, audiences, narrators, and genres. It provides examples of remixing the story of The Three Little Pigs by changing it to a science fiction story about pigs establishing a colony on Mars. The document encourages students to think of their own remixes by considering how to change those different elements of a story and how their changes could make the remixed story better than the original.
Brian Housand, Ph.D.
East Carolina University
brianhousand.com
In this lively and interactive session, participants will CHOOSE which direction the session takes on a journey through a series of lesson ideas and technology tools designed to promote Creativity, Critical Thinking, Collaboration, and Coding!
Brian Housand, Ph.D.
East Carolina University
brianhousand.com
In this lively and interactive session, participants will CHOOSE which direction the session takes on a journey through a series of lesson ideas and technology tools designed to promote Creativity, Critical Thinking, Collaboration, and Coding!
Brian Housand, Ph.D.
brianhousand.com
@brianhousand
Since the dawn of the computer revolution, the promise of PERSONAL Computing has been ever present. Yet, when we simply leave students to their own devices, technology can serve to depersonalize their experiences. This is especially true of their educational experiences. Meanwhile, as teachers we struggle to effectively manage truly differentiated learning environments. However, this need not be the case. Together, we will explore the possibilities and potential afforded by today’s technology and empower you to utilize technology resources to make learning personal, meaningful, and differentiated for today’s connected students.
FROM CURIOUS TO CREATIVE: Technology and Today’s Gifted Students
Brian Housand, Ph.D.
brianhousand.com
@brianhousand
A common characteristic of gifted students is a seemingly insatiable curiosity, and thanks to the power of the Internet,
the answer to almost any question is only a few clicks away. Today’s gifted students also have unprecedented access to
powerful tools designed for creative production and worldwide distribution. As educators how can we tap into gifted
students’ interests and purposefully guide them towards meaningful products? Together, we will explore viable options for
transforming you and your students from consumers of information to producers of new knowledge.
GEEKS HAVE INHERITED THE EARTH PAGE 2015Brian Housand
brianhousand.com/page2015
@brianhousand
Geek. Nerd. Dork. Dweeb. All terms that were once derogatory and served to alienate and ridicule highly intelligent individuals who are passionate about specific areas of interest. Yet, in 2015, these have become terms of empowerment to a great number of gifted students and a source of true pride. This session begins by examining the origin and evolution in the portrayal of stereotypes in popular culture while exploring the differences between each of these terms. From there, we will explore a collection of powerful online tools and resources for the geeks and nerds in your life. Come and GET YOUR GEEK ON!
Brian Housand, Ph.D.
brianhousand.com
@brianhousand
Since the dawn of the computer revolution, the promise of PERSONAL Computing has been ever present. Yet, when we simply leave students to their own devices, technology can serve to depersonalize their experiences. This is especially true of their educational experiences. Meanwhile, as teachers we struggle to effectively manage truly differentiated learning environments. However, this need not be the case. Together, we will explore the possibilities and potential afforded by today’s technology and empower you to utilize technology resources to make learning personal, meaningful, and differentiated for today’s connected students.
FROM CURIOUS TO CREATIVE: Technology and Today’s Gifted Students
Brian Housand, Ph.D.
brianhousand.com
@brianhousand
A common characteristic of gifted students is a seemingly insatiable curiosity, and thanks to the power of the Internet,
the answer to almost any question is only a few clicks away. Today’s gifted students also have unprecedented access to
powerful tools designed for creative production and worldwide distribution. As educators how can we tap into gifted
students’ interests and purposefully guide them towards meaningful products? Together, we will explore viable options for
transforming you and your students from consumers of information to producers of new knowledge.
GEEKS HAVE INHERITED THE EARTH PAGE 2015Brian Housand
brianhousand.com/page2015
@brianhousand
Geek. Nerd. Dork. Dweeb. All terms that were once derogatory and served to alienate and ridicule highly intelligent individuals who are passionate about specific areas of interest. Yet, in 2015, these have become terms of empowerment to a great number of gifted students and a source of true pride. This session begins by examining the origin and evolution in the portrayal of stereotypes in popular culture while exploring the differences between each of these terms. From there, we will explore a collection of powerful online tools and resources for the geeks and nerds in your life. Come and GET YOUR GEEK ON!
Transform learning by using multimedia tools to author and publish student content. We’ll walk through samples that can be scaled to any subject matter and grade level. Explore the pedagogy, techniques, and application to content using student-generated digital stories created online. Authentic research, writing, and speaking become transferable 21st century skills.
Resources provided!
Content 101 was presented at Minnebar 8 on April 6, 2013, at Best Buy Headquarters, Richfield, MN.
No way you say, but there are 101 and more ways. The publishing world is in transformation, the means of publishing content have become freemium solutions on the web, and the long tail of content gets longer every day. We’ll look at the forms, formats, media, channels, and rights available for content publishing. From creation to production, from targeting to consumption, there are opportunities to consider and choices to make.
Got a story, artwork, song, movie or idea to share? Wondering how feasible it is to get your content out to the world? Have you considered the whys and hows for managing and distributing your work? Perplexed by the explosion of genres and options available? Got content? Learn 101 ways to publish.
Case study for the multi award winning social media campaign - Recode | Decode
A copy of the presentation given today at the NMA stage of SES London http://www.nmalive.co.uk/#SESevent
by Saint@RKCR/Y&R and The V&A
Watched the recorded webinar at: http://www.fusionspark.com/lp/platforms-interactive-storytelling-ondemandreg/
In this discussion, FusionSpark media will explore with the founders of SpinRiot and The Documentary Summit the brief history of interactive content, the accelerated movement and key drivers towards interactive engagement with audiences, and, through emerging interactive platforms how storytellers can quickly create and publish their own original interactive storylines. We will then demonstrate a new platform that requires little to no technical training to get you up and running in no time.
The "Digital storytelling" module is focused to adults learners interested in exploring the possibilities of managing multimedia tools of hight level. This module brings users the opportunity to learn how to create a 3-5 minutes video in a professional way
This module is part of a set of materials designed and developed in the project Telecentre Multimedia Academy (Lifelong learning - Grundtvig (2012-2014)) project.
The Telecentre Multimedia Academy is a project where Fundación Esplai worked with a consortium of 8 partners from Croatia, Latvia, Lithuania, Romania, Serbia and Hungary, whose coordinator is Telecentre Europe.
You can learn more about the Telecentre Multimedia Academy project in:
http://fundacionesplai.org/e-inclusion-internacional/tma/
AUTHENTIC IN ALL CAPS Case Study & Interview with Christy Dena TMC Resource Kit
AUTHENTIC IN ALL CAPS is an award-nominated web audio adventure for the iPad (with a Chrome App version coming soon!). You travel across the web with characters who face ridiculous obstacles to being themselves. It is inspired by audio drama, audio tours, and alternate reality games...and it's about identity, mortality, and pizza toppings...
This case study and interview gives you a behind the scenes look at the creation of this innovative narrative experience.
How news organisations can use social media to collaborate with the audienceStoryful
Claire Wardle's presentation at the International Journalism Festival in Perugia (April 2012). The slides demonstrate some best practice in terms of collaborative journalism, and how news organisations can use social media to build community and reach new audiences.
Bricks, Captain Future and Rap - Ingredients for Successful DesignDaniel Demel
After the talk you'll know what it takes to create, tell and sell design.
In this lightning talk the audience will be slingshot through the spaces of modular design, storytelling and business selling. The lightning talk will convey insides and lessons learned of nearly 20 years in the business of digital design.
From the ages of the original Star Trek television show, to the Commodore C64, to late 90ies MTV, to the C-Suite Meeting rooms at the Bahnhofstrasse in Zürich. It's going to be a short and fun ride on the history and experiences from a designer's childhood to his role as a lead interaction designer.
Superheroes and the gifted often possess virtues like compassion, altruism, and a sense of justice. Hope for the future relies not on superheroes miraculously saving the day but instead on empowering today’s gifted kids to conquer the problems of tomorrow. This session compares gifted youth to superheroes and examines the type of support necessary for their own hero’s journey.
@brianhousand
brianhousand.com
1. REMIXCONTENT + CREATIVITY + TECHNOLOGY
IAN BYRD
byrdseed.com
BRIAN HOUSAND
brianhousand.com
brianhousand.com/uncw2015
2.
3. “There is no such
thing as a new idea.
It is impossible.
We simply take a lot
of old ideas and put
them into a sort of
mental kaleidoscope.
We give them a turn
and they make new
and curious
combinations.”
17. IMMATURE poets imitate;
MATURE poets steal;
BAD poets deface what they take,
and GOOD poets make it into
something better,
or at least something different.
20. They must know how to link apparently
unconnected elements to create something new.
People who hope to thrive in the Conceptual Age
must understand the connection between
diverse, and seemingly separate disciplines.
-- Daniel Pink in AWhole New Mind
51. Summary
The pigs will be space pilots creating the
first human settlements on Mars.
Their structures will be threatened by their
own malfunctioning robot.
However, the robot is also their only hope
of returning home.
52. Non-Examples
It’s like The Three Little Pigs, but they’re
dogs.
Instead of a brick house, it’s made of
stone.
The pigs will live in a desert!
54. How do the
changes make
the story better?
9. Analyze how two or more texts address
similar themes or topics in order to build
knowledge or to compare the approaches
the authors take.
55. Persuasion
Three Martians is a suspenseful, sci-fi
take on The Three Little Pigs. It takes the
classic story and retells it for an older
audience.
There is real danger for the characters as
they try to stop the robot while keeping it
working so they can return to earth.
56. Non-Examples
It will be better.
You will like it since it’s funnier.
This version will have lots of interesting
things.
67. READING:
Key Ideas And Details
2. Determine central ideas or themes of a text
and analyze their development; summarize the
key supporting details and ideas.
Craft And Structure
6. Assess how point of view or purpose shapes
the content and style of a text.
68. READING:
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in
diverse media and formats, including visually
and quantitatively, as well as in words.
9. Analyze how two or more texts address
similar themes or topics in order to build
knowledge or to compare the approaches the
authors take.
69. WRITING:
Text Types And Purposes
3 . Write narratives to develop real or
imagined experiences or events using
effective technique, well-chosen details,
and well-structured event sequences.
70. WRITING:
Production And Distribution Of Writing
4. Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a
new approach.
6. Use technology, including the Internet, to
produce and publish writing and to interact and
collaborate with others.
71. SPEAKING AND LISTENING:
Comprehension and Collaboration
1. Prepare for and participate effectively in a
range of conversations and collaborations with
diverse partners, building on others’ ideas and
expressing their own clearly and persuasively.
2. Integrate and evaluate information
presented in diverse media and formats,
including visually, quantitatively, and orally.
72. SPEAKING AND LISTENING:
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting
evidence such that listeners can follow the line of
reasoning and the organization, development,
and style are appropriate to task, purpose, and
audience.
5. Make strategic use of digital media and visual
displays of data to express information and
enhance understanding of presentations.
78. REMIX POSTER PLANNING!
!
TITLE!
!
FONT !
!
!
!
TAGLINE!
Sum up your story in one memorable sentence. !
!
ICONIC IMAGE!
What three images come to mind when thinking of your story? !
!
CAN YOU TAKE A PICTURE OR DO YOU NEED TO FIND ONE? !
!
!
WHAT COLORS WILL YOU USE? !
DISPLAY HANDWRITING SERIF SANS SERIF
THREE !
ADJECTIVES
1
2
3
1
2
3
98. Adam Bede Anna Karenina Bleak House Daniel
Deronda David Copperfield The Diary of Anne Frank
Emma Goodbye, Mr. Chips Jane Eyre Little Dorrit
Mansfield Park Middlemarch The Mill on the Floss
Northanger Abbey The Old Curiosity Shop Oliver Twist Our
Town Persuasion Rebecca Sense and Sensibility Sherlock
Silas Marner A Tale of Two Cities The Turn of the Screw
Wuthering Heights Adam Bede Anna Karenina
Bleak House Daniel Deronda David Copperfield The Diary of
Anne Frank Emma Goodbye, Mr. Chips Jane Eyre
Little Dorrit Mansfield Park Middlemarch The Mill on the
Floss Northanger Abbey The Old Curiosity Shop Oliver Twist
Our Town Persuasion Rebecca Sense and Sensibility Sherlock
Silas Marner A Tale of Two Cities The Turn of the Screw
Wuthering Heights Adam Bede Anna Karenina
Bleak House Daniel Deronda David Copperfield The Diary of
R E V I S E D E D I T I O N
Film in the Classroom
A G U I D E F O R T E AC H E R S
99. GRAPHIC ORGANIZERS
Storyboard
Use this storyboarding framework to recast the words from a literary text into
image and sound. Feel free to adapt the prompts below to suit your particular text or aim.
Adapted from Reading in the Dark: Using Film as a Tool in the English Classroom by John Golden, copyright 2001 by the National Council of Teachers
of English (www.ncte.org). Reprinted with permission.
Image:
Sound:
(optional) Lines from the text that
gave you this idea:
Image:
Sound:
(optional) Lines from the text that
gave you this idea:
Image:
Sound:
(optional) Lines from the text that
gave you this idea: